Com 101 fall 15 mvcc
- 1. Moraine Valley Community College Course Syllabus Date: August 2015 Course Title: Communications 101 Course Number: COM 101-001 Semester: Fall 2015 I. Faculty Information A. Name: Matt Schering B. Office: Adjunct Faculty Office: B-240 C. Office Hours: By Appointment. D. Mailbox location: B238 E. Email: scheringm@morainevalley.edu II. Course Identification A. Credit Hours: 3 semester hours B. Total contact hours: 3 lecture: 3 lab: 0 C. Course meets: M-W-F 7-7:50 D-231 D. Prerequisite: COM 090 with a grade of “C” or better, or appropriate score on placement test E. Corequisite: None F. Catalog Description: Designed to teach clear and effective expository prose, with emphasis on organization, clarity and coherence. Learn to adapt style to various readers and use research to clarify explanations and support arguments. A grade of “C” or better is required for this course to transfer under the guidelines of the Illinois Articulation Initiative (IAI). III. Textbooks A. Required: Graff, Gerald, and Cathy Birkenstein. They Say I Say: The Moves that Matter in Academic Writing. 3rd ed. New York:Norton, 2014. Print. B. Optional: None C. Supplies: None D. Supplementary Materials: Notebooks, Pens,College-Type Stuff. IV. Course Goals (See Expected Outcomes for Student Learning) V. Expected Outcomesfor Student Learning: A. General Education learning outcomes 1. Communicating Read and listen with comprehension. Write and speak effectively in English. 2. Information Literacy
- 2. 2 Locate,evaluate, and use information effectively. B. Course Content Outcomes 1. Employ the following basic techniques during the writing process: 1.1 Prewriting techniques, such as journaling, free writing, or clustering; 1.2 Drafting techniques, such as experimenting with various organizational patterns; 1.3 Revision techniques, such as identifying sections in a piece of writing which require more elaboration or support; 1.4 Editing techniques, such as finding and correcting error patterns in their writing. 2. Demonstrate skill in writing rhetorically: 2.1 Develop an awareness of his or her writing voice, such as through peer review of drafts; 2.2 Read and/or write in a variety of genres, both academic and non-academic. 3. Demonstrate the following skills in reading rhetorically: 3.1 Comprehend a text, such as by producing a summary; 3.2 Recognize the writer’s choices, by identifying the text’s purpose and audience; 3.3 Respond to a text in a manner that requires summarizing, paraphrasing, and quoting. 4. Perform the following during the research process: 4.1 Locate information from a variety of sources, such as in the library, on the web, or through interview or observation; 4.2 Correctly identify types of sources,such as an online database article, a selection from an anthology, a website article, or blog; 4.3 Evaluate a source’s credibility, based on authorship and bias; 4.4 Create MLA style in-text and Works Cited entries for varied sources. VI. Classroom Policies and Procedures: A. General Information Sheet (linked in our course Bb site) B. A student who does not withdraw officially from a course may receive a grade of "F," depending on course progress or course attendance,which will become a part of the student's permanent record. Fall 2015 - COM-101-001 Composition I 1. Last date to drop and get a refund: 8/25 2. Last day to drop this class with a ‘W’ grade: 11/15 Please note: If you have a hold on your record which prevents you from dropping classes online, you must either visit the Registration Office (Building S, Room 111A) or call (708) 974-2110 to drop classes during normal business hours. Business Hours for Registration Fall/Spring Monday 8:30am to 7:30pm Tuesday 8:30am to 7:30pm Wednesday 8:30am to 5:00pm Thursday 8:30am to 5:00pm Friday 8:30am to 5:00pm
- 3. 3 C. Final Examination Schedule (linked in our course Bb site) D. Attendance Policy: Students are expected to promptly attend, thoroughly prepare for, and actively participate in class meetings. I know it’s super early, so I you are unable to accomplish these, fake it as best you can. Students who miss more than three class meetings (the equivalent of one week) should withdraw from the course since repeated absences will negatively affect their grade. Seriously, show up! E. Communications, Literature, and Languages DepartmentalStatement on Academic Integrity: The faculty of the Communications, Literature, and Languages Department believe that the five core values adapted from the Center for Academic Integrity consisting of honesty, fairness, trust, respect and responsibility are vital to sustaining a thriving academic environment in which students can develop their own voices. We do realize that many of our students are new to college writing, public speaking, and foreign languages and still learning the tools and skills necessary for them to be an honest part of the academic community. We encourage students to ask questions about academic integrity. We also suggest that students familiarize themselves with the Moraine Valley Community College Code of Academic Integrity. While some violations may require sanctions, we recognize that other violations can provide opportunities for learning. Therefore,our department will make every effort to foster Academic Integrity at the highest level and hold students accountable for breaking our professional trust. F. Cheating and Plagiarism Policy: It is essential that students do and only take credit for their own work and respectfully and professionally treat others' work. Therefore,there will be no tolerance of cheating or plagiarism in this course. While consequences may include failure of the assignment or failure of the course, each case of cheating or plagiarism will be dealt with on an individual basis. If you directly copy someone’s work verbatim, there will be zero tolerance, and you will fail the course. G. Each student is responsible for adhering to the Code of Student Conduct as stated in the college catalog. H. Testing Center Requirements: See linked MVCC General Information Sheet. We won’t have any tests really, so this probably won’t be a factor. I. Students must bring the appropriate books and handouts to class each day. Don’t bring a math book, as math is not allowed in my course. J. Telephones and pagers(do you even know what pagers are?) may not be used and must be silenced during class. To put it bluntly, answering the phone or text messaging during class is rude. Being a recent college grad myself, I’ve seen my classmates use their phones during class, so I’ll know when you do as well. Hiding your phone behind a stack of books will not fool me. Any students who fail to adhere to this policy will be asked to leave the class. So just don’t do it, please. See also the college policy on cell phones and pagers in the General Information Sheet. VII. ASSESSMENT OF STUDENT LEARNING: Assignments For Com-101 students are required to write 20 pages (5,000 words/250 words=1 page) of polished writing. For each of these assignments in this course, students will have the opportunity to revise their work to attempt a higher grade. All assignments, with the exception of in-class writing, should be turned in electronically through blackboard.
- 4. 4 Academic Memoir-15% Photo Essay-15% Rhetorical Analysis-20% Annotated Bibliogrpahy-20% Final Exam-15% Minor Assignment: Discussion boards/in class writing/short quizzes-10% Attendance and participation-5% Total-100% Minor Assignments Writing Prompts: Throughout the semester, students will periodically be given prompts and asked to provide a brief response, around 100 words (1/2 a page) to the presented topic. Topics will vary, and reflect class readings, and core course concepts. In Class Writing Activities: During class, students will occasionally be asked to compose a brief written response to various topics. This assignment is similar to the weekly writing prompts, but done in class as the title suggest. Short Quizzes: At select times this semester quizzes may be issued to ensure that students understand the core concepts being discussed. If it appears that you are paying attention, there will be no need for these. If you are not paying attention, these can be impossible to pass. Major Assignments Academic Memoir: In this piece you should take some time and really nuance a description of who you are, and what you want out of your education. You should elaborate briefly on your previous academic accomplishments, your past experiences with writing, and what you expect to learn from this class. This is an informal piece, and above all, a chance to express yourself, and thing about who you are, and what you want out of your education, and this course. This brief essay should be between 375-500 words (1.5-2 pages). This project is worth 15% of your final grade. (Due September 7th) Photo Essay Project: This assignment requires students to sue photographic media and to compose a written narrative that appeals to a general audience. It emphasizes an awareness of how various media can work together. Students will write an essay of 750-1,000 words (3-4 pages) in length that will use images to augment their writing. This project is worth 15% of your final grade. (Due October 5th) Rhetorical Analysis: For this assignment, you will find a scholarly article of your choice, and conduct a rhetorical analysis. This involves critiquing a piece of writing on several factors, and providing a final opinion of the scholarly merits of a piece. (Due November 2nd)
- 5. 5 Annotated Bibliography: Students will collect 5-6 sources based on a topic of interested, and compose an annotated bibliography. Conducting proper academic research is a vital skill that students can apply to a variety of situations beyond a writing class. These papers will be between 1,000-1,250 words (4-5 pages) in length. This project is worth 20% of your final grade. (Due December 2nd) Final Exam: The final exam will be finalized at a later date, but will most likely feature as a short essay prompt that will ask you to reflect on what you have learned about the writing process this semester. This is worth 15% of your final grade. COM 101 AND COM 102 DEPARTMENTAL GRADING STANDARDS Any piece of writing reflectsthe choices made by the writer—choices in response to his orher understanding of the purpose of writing,its intended audience,and the form(or genre) the writer takes. These criteria attempt to evaluate the writer’s choices. The A Paper: The assignment's requirements are met. The writer is in command of the essay's ideas; details to illuminate or support those ideas are specific, relevant and carefully crafted or presented. The work is tightly unified, and ideas are arranged logically with creative transitions. The introduction is original; it provides necessary context and engages the reader; the conclusion provides new insight and leaves a strong final impression. The writer's sense of style is reflected in a variety of sentence constructions and sophisticated word choices; there are virtually no mechanical errors. Finally, if needed, MLA documentation rules have been applied precisely. The piece thoroughly satisfies, compelling the reader to think, reflect, or act. The B Paper: The assignment's requirements are met. The writer is in consistent control of the ideas of the essay; details to illuminate or support those ideas are specific and relevant. The organization and use of transitions are consistent. The introduction provides a context for the writing, but may miss the opportunity to fully engage the reader; the conclusion doesn’t repeat but rather pulls the essay's ideas together. The essay demonstrates awareness of stylistic choices, in spite of a few mechanical errors (none of which are distracting to the reader or impede comprehension). Finally, if needed, MLA documentation rules have been applied with few formatting errors. The piece adequately satisfies, offering the reader some opportunity for thought and reflection. The C Paper: The assignment's requirements are met. The writer seems initially in control of the ideas of the essay,but is unable to maintain it; details to illuminate or support the essay's ideas are typically relevant and/or specific. Organization is inconsistent, with few effective links between ideas. The introduction does not engage and provides little context for the reader; the conclusion repeats what's already been said. The sentences demonstrate little awareness of stylistic options; mechanical errors are somewhat distracting, but generally do not distort the meanings of sentences. Finally, if needed,MLA documentation rules have been applied; formatting errors don’t mislead or confuse the reader. The piece prompts no further thought or reflection, leaving the reader indifferent. The D Paper: The assignment's requirements are not met. The writer maintains a false sense of control over the essay's ideas (by mistaking a statement of purpose for a main idea, for example); details meant to illuminate or support the essay's ideas are often generic and/or irrelevant. The organization is confusing, with little or no attempt at linking ideas. The introduction is unoriginal and fails to provide enough context for the reader; there is very little attempt at closing the essay. Sentences tend to be monotonous, with multiple mechanical errors that distract the reader from or even distort the ideas of the essay. Finally,
- 6. 6 MLA documentation rules have been attempted, but formatting misleads or confuses the reader. The piece is dissatisfying; it frustrates the reader’s attempts to further engage with the essay. The F Paper: The assignment's requirements are not met. The writer has no control over the essay's ideas; details are severely lacking or missing altogether. The organization is incoherent or illogical, with no transitions between ideas, creating a total lack of unity. There has been no attempt to introduce or close the essay. Mechanicalerrors are distracting to the reader,distort meaning, and ultimately negate the writer’s credibility. MLA documentation rules, when needed, have not been attempted. The reader feels that his or her time has been wasted. VIII. Course Calendar: Week 1 August 17th-Welcome to Moraine Valley: Introductions and all that. August 19th-Introduction to syllabus August 21th-Basics of MLA style, GSU Writing Center Website. Week 2 August 24st-Introduce Academic Memoir Assignment August 26nd-Where am I going? What does MVCC mean to you? August 28t Read Chapter 12: I Take Your Point: Entering Class Discussion Week 3 August 31st- Read The Rhetorical Situation by Lloyd Bitzer September 2nd Read Donald Murray’s Writing as a Process on Blackboard September 4rd -Read Chapter 14: What’s Motivating This Writer? Reading for the Conversation Week 4 September 7th-Academic Memoir Due (Labor Day, no class) September 9th-Introduce Photo Essay September 11th-ReadChapter 13: IMHO-Is Digital Communication Good or Bad-or Both? Week 5 September 14th- Discussion on media, and how it alters the message. Homework: Bring in an Image to our next class so we can analyze it.
- 7. 7 September 16th-Images activity-Bring in an image, and be prepared to create a short interpretation of the image (what does it mean?) September 18th-Read “Is Google Making us Stupid?” on blackboard. Week 6 September 21st- Discussion on audience, casual vs. academic September 23rd Read Chapter 7: So What? Who Cares? September 25th-Computer lab: . Week 7 September 28th-October 2nd September 28th-Computer lab September 30th-Peer review activity October 2nd-Peer review Week 8 October 5th-Photo Essay Due October 7th-Introduce Rhetorical Analysis Paper Presentations on photo essays October 9th-Presentations on photo essays Week 9 October 12th- Read Chapter 1: They Say October 14th—Readchapter 2: Her Point Is: The Art of Summarizing October 16rd-Meet in the library to discuss research
- 8. 8 Week 10 October 19th-Ethos/Logos/Pathos: Rhetorical Appeals for an ancient generation. October 21st-Computer lab October 23rd-Computer lab Week 11 October 26th- Readchapter 3: As He Himself Puts it: The Art of Quoting October 28th-Readchapter 5: And Yet: Distinguishing What You Say from What They Say October 30th-Peer review for rhetorical analysis Week 12 November 2nd-Rhetorical Analysis Due November 4th-Introduce Annotated Bibliography What is an annotated bibliography? This new term possibly frightens me. November 6th-Readchapter 8: “As a Result: Connecting the Parts Week 13 November 9th-Read chapter 9: Ain’t So/Is So: Academic Writing Doesn’t Always Mean Setting Aside Your Own Voice. November 11th-Sources, sources everywhere, nor any source worth a cite November 13th-Computer Lab Week 14 November 16th - Computer Lab November 18th-Indvidual Conferences November 20th-Indiviudal Conferences Week 15 November 23rd-Individual conferences November 25th & 27th-Thanksgiving Break
- 9. 9 Week 16 November 30th-Final exam review/Peer Review December 2nd- Annotated Bibliography Due December 4th-Final Exams Begin Week 17 Final Exam Week